LESSON 1 ethics.docx

LESSON 1.1. PHILOSOPHY: THE FOUNDATION OF ETHICS LEARNING CONTENT PHILOSOPHY Definitions: 1. Refers to belief principles that attempt to address fundamental problems or ideas through rational argument based on critical thinking, speculation and analysis of observed natural phenomena. 2. It is a qu...

LESSON 1.1. PHILOSOPHY: THE FOUNDATION OF ETHICS LEARNING CONTENT PHILOSOPHY Definitions: 1. Refers to belief principles that attempt to address fundamental problems or ideas through rational argument based on critical thinking, speculation and analysis of observed natural phenomena. 2. It is a quest for truth or balance and the ultimate principles of existence and/or reality. 3. It is a study and analysis of the human condition\*. 4. The rational investigation of questions about existence and knowledge and ethics. Etymology: Philosophy (Gr. Philos- Love; Sophia- Wisdom) the term was coined by Pythagoras to point out that one never can be a sage but should have the strong desire to gain insight and knowledge. Socrates, also used the term philosophy as an equivalent to the search for wisdom. Also, the term wisdom is used as a general term for describing the intellectual probing of any idea. \* Human Condition The human condition is all of the characteristics and key events that compose the essentials of human existence, including birth, growth, emotion, aspiration, conflict, and mortality. Branches of Philosophy: Metaphysics- (Greek: metá, meaning \"beyond\", \"upon\" or \"after\" and physiká, meaning \"physics") is the study of the most general features of reality, such as existence, time, the relationship between mind and body, objects and their properties, wholes and their parts, events, processes, and causation. Cosmology- (Greek: kosmos, meaning \"world\" and logos, meaning \"study of\") The study of the universe in its entirety. INTENDED LEARNING OUTCOMES: At the end of this module, you will be able to:  Explain philosophy  Identify the four major branches of philosophy  Explain the similarities and differences between the four major branches of philosophy  Summarize the relationship of the four major branches of philosophy Cosmogony- (Greek: kosmos, meaning "world" and gonia, meaning "begetting") The study of the origin of the universe. Ontology- (Greek: ontos, meaning "to be", and logos, meaning "to study") study of the nature of being, becoming, existence, or reality, as well as the basic categories of being and their relations. Theodicy- (Greek: Theos, meaning "God" and dike, meaning "Trial") is the attempt to answer the question of why a good God permits the manifestation of evil. Theodicy attempts to resolve the evidential problem of evil by reconciling the traditional divine characteristics of omnibenevolence, omnipotence, and omniscience, in either their absolute or relative form, with the occurrence of evil or suffering in the world. Logic- (Gr. Logos- Study) the study of the principles of correct reasoning and critical thinking. Deductive Logic- is the process of reasoning from one or more statements (premises) to reach a logically certain conclusion. It proceeds from a general to a specific idea. Inductive Logic- is reasoning in which the premises seek to supply strong evidence for (not absolute proof of) the truth of the conclusion. While the conclusion of a deductive argument is supposed to be certain, the truth of the conclusion of an inductive argument is supposed to be probable, based upon the evidence given. It proceeds from a specific to a general idea. Epistemology- (Greek: episteme, meaning "knowledge, understanding" and logos meaning "study of") is the study of knowledge, its nature and acquisition thereof. Nature of knowledge- Acquaintance- is exemplified by such statements as \"I know John\", \"I know the answer when I see it\", or \"I know New York\". This sense of the word \"know\" implies a degree of acquaintance or familiarity with the object of the verb, and an ability to recognize it again on re-encounter. This is \"knowledge of \". Acquaintance knowledge implies a certain degree of skill or ability, and is relative in nature. It also implies that you have encountered the known thing before. Competence- is exemplified by such examples as \"I know the violin\", or (again) \"I know New York\". This is \"knowledge how...\" and implies a much higher degree of skill or ability in the topic that is the object of the verb. The sense of the word in this context implies some special skill or ability, not merely re-recognition upon re-acquaintance. I can claim to know the guitar not because I can recognize a guitar when I see one, but because I can play the guitar to some standard. Or I can claim to know Iloilo if I can find most obscure landmarks or restaurants in (say) Smallville or Calle Real. Ability knowledge is also relative in nature, and can change over time or according to whose standards are to be applied. Recognition of information as being correct- is \"knowledge that...\", or propositional knowledge. This is the kind of knowledge that appears in statements that have the general format \"S knows that P\", where \"S\" is any subject of interest, and \"P\" is any truth statement or proposition. I introduced a sample of such statements above in that little table. To \"know that...\" is the same kind of mental construct as \"think that...\" and \"believe that...\". Each involves a statement or other assertion about the world around us. And each expresses something about the truth of that statement. But to \"know that...\" adds something special over and above \"believe that...\". Exclusion to knowledge- Among philosophers, from Plato to the present, there has been more or less complete consensus that a valid claim to knowledge excludes three things: Ignorance \-- if you lack the information, you cannot claim to know. Error \-- if you are wrong about the matter, you cannot claim to know. Opinion \-- if you have no special grounds, you cannot claim to know. Learning- the process of acquiring new understanding, knowledge, behaviors, skills, values, attitudes, and preferences. Some learning is immediate, induced by a single event (e.g. being burned by a hot stove), but much skill and knowledge accumulate from repeated experiences. The changes induced by learning often last a lifetime, and it is hard to distinguish learned material that seems to be \"lost\" from that which cannot be retrieved. Transmission- is the process by which information, knowledge, ideas and skills are taught to others through purposeful, conscious telling, demonstration, and guidance. While historically this is the most traditional and, currently, the most predominate method of instruction, unfortunately we are finding out that while prominent in schools, it is not very effective in relation to long-term retention. This is especially true when compared to the other methods of learning like acquisition and emergence. Acquisition- is the conscious choice to learn. Material in this category is relevant or interesting to the learner. This method includes exploring, experimenting, self-instruction, inquiry, and general curiosity. Because acquisition implies an emotional commitment on the part of the learner, it is a more effective process than transmission. Accretion- is the gradual, often subconscious or subliminal, process by which we learn things like language, culture, habits, prejudices, and social rules and behaviors. We are usually unaware that the processes involved in accretion are taking place, but this method accounts for a large amount of things humans know and do. Social learning and modeled behaviors as they are passed on and imitated certainly play into this type of learning, as does the hidden or covert curriculum. Emergence- is the result of patterning, structuring, and the construction of new ideas and meanings that did not exist before, but which emerge from the brain through thoughtful reflection, insight and creative expression or group interactions. This form of learning accounts for the internal capacities of synthesis, creativity, intuition, wisdom, and problemsolving. This method is greatly dependent on the allocation of time, and opportunities to reflect and construct new knowledge. Emergence plays an important role in inspiration and originality. Unfortunately schools rarely allow students to engage in this type of learning because it requires the gift of time. If we think about this conundrum that is a very sad state of affairs, one we could change by re-configuring how we run schools and how we organize learning environments. Domains of Learning- Benjamin Bloom has suggested three domains of learning: Cognitive: To recall, calculate, discuss, analyze, problem solve, etc. Psychomotor: To dance, swim, ski, dive, drive a car, ride a bike, etc. Affective: To like something or someone, love, appreciate, fear, hate, worship, etc. Axiology- (Greek: axia, meaning \"value, worth\"; and logos, meaning "study") the study of value. Aesthetics (Greek: aisthetikos, meaning \"esthetic, sensitive, sentient\")- deals with the nature of art, beauty, and taste, with the creation and appreciation of beauty. Ethics (Greek: ethos, meaning "custom/ habit")- involves systematizing, defending, and recommending concepts of right and wrong behaviour. Ethics seeks to resolve questions of human morality by defining concepts such as good and evil, right and wrong, virtue and vice, justice and crime. This field of inquiry is the subject of our course.